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- Title
Something to Think About: Incorporating Reflective Practice into Peer-Led Team Learning.
- Authors
Johnson, P. Brandon
- Abstract
This article explores the use of reflective practice in Peer-Led Team Learning (PLTL) programs. The study conducted at the University of Texas at Dallas found that incorporating reflections into PLTL sessions enhanced the student experience by allowing them to review material, check for understanding, and build confidence in their mastery of concepts. The article suggests that reflections align with High Impact Practices (HIPs) and can improve student outcomes. The literature review supports the use of reflections in higher education programs and applied learning pedagogies. The study found that students perceived benefits from completing reflections, such as increased understanding, identification of areas for improvement, and improved memory retrieval. However, not all students agreed that reflections enhanced their learning during PLTL sessions. Overall, reflections were seen as a valuable tool for enhancing the PLTL experience. The article includes references and appendices related to the topic, providing additional resources and survey instruments used in the study.
- Subjects
PEER teaching; TEAM learning approach in education; FORMATIVE tests; ACADEMIC support programs; REFLECTIVE learning
- Publication
Learning Assistance Review (TLAR), 2024, Vol 28, Issue 3, p185
- ISSN
1087-0059
- Publication type
Article